對(duì)外貿(mào)易學(xué)院2003入學(xué)考試翻譯與寫作試題8月25日吳已完成

1、對(duì)外貿(mào)易學(xué)院學(xué)位2003 年攻讀入學(xué)翻譯與寫作試題Translate the following passageo Chi(30%)When I am in a serious humor, I very often walk by myself in Westminster Abbey；Where the gloominess of the place, and the use which it is appd, with the solemnityof the building, and the condition of the people whoin it, are apt to fi

2、ll themind wikind of melancholy, or rather thoughtfulness,t is not disagreeableI yesterday passed a whole afternoonhe churchyard, the cloisters, and the church,amusing myself with the tombstones and inscriptionst I met withhose several, butregions of the dead. Most of them recorded nothing else of t

3、he buriedt he was born upon one day, and died upon another：the whole history of his lifebeing comprehendedhose two circumstan,t are common to all mind I couldnot but look upon these registers of existence, whether of brass or marble, as akind of satire upon the departeds；Who had left no other memori

4、al of them,butt they were born andt they died.參考譯文每當(dāng)心情沉重的時(shí)候，我總是獨(dú)自一人去西敏寺教堂；那里肅穆的氣氛，教堂特有的神職，莊重的建筑，在那里安息的人們的地位，無不給人的心里注滿一種憂郁，或不妨說令人沉思，令人欣然。昨天我在教堂草地，回廊和教堂里度過了整整一個(gè)下午，在好幾個(gè)墓區(qū)里，打量和碑文，聊以自娛。大部分的上只刻著死者和生卒年月：人們對(duì)其一生的了解也只在于人類所共有的生死兩字。對(duì)于那些逝去的人們的生死，不管是刻在銅牌上還是刻在大理石碑上，我都不由地將它們看作是對(duì)死者的一種諷刺；他們沒有留下任何別的，只是生與死。Translate th

5、e following in English (45%)作家有三種。一曰自然的死，二曰痛苦的死，三曰的死。自然的死屬于心臟停止跳動(dòng)，是一種普遍的形式，沒有特色，可以略而不議。的死和痛苦的死不屬于心臟停止跳動(dòng)，是人還活著，作品已經(jīng)、或幾乎是沒有了!作家沒有了作品，可以看作是個(gè)人藝術(shù)生命的、職業(yè)的停頓。其中有些人是因?yàn)槟晔乱迅?，力不從心。這不是藝術(shù)的經(jīng)作出的貢獻(xiàn)。，而是藝術(shù)的離休，他自己無可自責(zé)，社會(huì)也會(huì)尊重他在藝術(shù)上曾痛苦的卻不然，即當(dāng)一個(gè)作家的體力和腦力還能勝任創(chuàng)作的時(shí)候，作品已經(jīng)沒有了，其原因主要是由于各種苦難和折磨(包括自我折磨)所造成。折磨毀了他的才華，苦難消沉了意志，作為人來說他還活著

6、，作為作家來說卻正在或已死去。參考譯文A writer has three options when it comes to his end: a natural, painful, or happy death.A natural death, measured by the halt of heartbeat, is a common form for everyone else, without anything unique to a writer, and hereby left out without any comment. Both happy dea nd painful d

7、eath, unlike the former one, are instead to label the writer, aliveas he is, who has stopped or almost stopped writing.When a writer no longroduany works, it is tantamount to the death of his artisticlife orof his career. Some writers lay down their pens because their age forbidsthem to be equal to

8、the task any more. This is viewed as retirement from art rathernits death. They have nothing to blame themselves for. And societytribute to the contributions they have already made to art.arge will payA painful death is quite another matter. It occurs when a writer abandons writing eventhough he is

9、still soundind and body. It results mainly from various kinds ofsufferings and torments (including self-inflicted ones). These torments have ruined his talent while sufferings demoralized him. Though still alive as a man, he is dying oralready dead as a writer. Write a comition in about 300 words on

10、 the followingIt is saidtthe one real of education is to have a manhe condition ofcontinually asking questions. Discuss it.參考范文s. When education is mentioned, we can easilyAs we know, education is a lifelong prothink of school, colleges and young people. Some sayt the one real of education is tohave

11、 a manhe condition of continually asking questions. But Iagree with it as it ignores other aspects.ally canty opinion, education concerns more aspectsask question.n only having men to continuallyof all, education is aneractive pros betn tutors and learners. Tooffer an education with high quality, ta

12、lented teachers are indispensable. Andts why those Ivy League universities never short of talented graduates. In China,a saying with the same meaning goes like this: a great teachstudents.rodubrilliantSecond, I think the real aim of education is not to teach students the knowledge,but to teach them

13、how to learn.out ability to absorb. Sohis universe, the existing knowledge is far morewe as students should know how to choose. What weneed most is what we should learn.Third, the industriousness of the learner is also a critical factor. To have a mancontinually ask questions deals with this aspect. So how to mobilize learners enthusiasm is a question we sh